Breaking the Silence: Examining the Prevalence, Causes and Consequences of Sexual Abuse of Learners by Educators in South African Schools

Abstract

The sexual abuse of learners by educators remains a significant issue in the South African educational system, compromising the learners' well-being and the veracity of institutions. Despite having solid or robust policy structures in place, incidents keep emerging, often hushed by stigma, power dynamics, and insufficient institutional retorts. This study rigorously explores the incidences and effects of sexual abuse committed by educators in selected government public South African schools, specifically concentrating on the Soutpansberg North Circuit in Limpopo Province. The adolescent learners' age ranges from 10 to 16 years. The ongoing challenges of sexual exploitation in educational environments stipulate cavernous structural and cultural encounters that are not yet fully comprehended. Rooted in feminist and power relations theories, the study explores how systemic inequalities and gender-based hierarchies permit abuse and suppress the voices of learners. A qualitative cyclical longitudinal ethnographic approach was utilised to gain a comprehensive insight into the opinions of 16 educators. Data were collected through direct dialogue, ethnographic group discussions, and participant observation. Findings disclose that sexual abuse frequently arises from a power imbalance between educators and learners. The participants expressed fear and hesitancy in reporting cases of sexual abuse. The study also highlighted the normalisation of learner - educator relationships within communities. Furthermore, the findings of the study have significant implications for educational policy and child safety guarding systems in South Africa.